Governor: Mr Bowes
High-quality PE is an entitlement for all pupils, regardless of their starting points or their prior experiences of sport and physical activity. The national curriculum states: A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.”
In PE, pupils learn increasingly intelligent movement and important knowledge that can reduce barriers to participation and inform their own healthy, active lifestyle choices. PE provides a gateway into the world of sport and physical activity. Beyond physical participation, the traditions and cultural reference points associated with sport and physical activity are part of our shared heritage. Without being taught the language of sport and physical activity, pupils can miss out on an enriching aspect of our communal life. Kretchmar, when discussing the importance of physical activity and play, states that participation makes ‘our lives go better, not just longer’. High-quality PE therefore is a physical and cultural entitlement. (Research Review Series: March 2022)
Our P.E. curriculum consists of 5 key areas:
In every area above, children learn about keeping healthy, muscle groups, team work, self assessment, endurance and the importance of exercise for wellbeing. The year group plan changes annually to ensure that children have covered the curriculum, mastered and refined their skills before taking part in sporting competitions and festivals with other local schools.
Teachers plan a sequence of lessons using QCA and Durham Core Tasks. We also have GoWell and Newcastle Falcons sport coaches working with each year group over the year.
The curriculum is sequenced to ensure that every child has the opportunity to learn a wide range of sports so they can find at least one area where they can shine their light and support others in developing their skills. Areas are repeated, with the skills becoming more complex across Y3-Y6 to develop the gross and fine motor skills.
Children learn a range of sports every year and there is progression in the development of the skill from Y3-Y6 so that children can learn, practice and develop skills ready for their Y7 curriculum.
Swimming is of highest importance to us. We have a boating lake and the Burn in Aycliffe. Children complete water safety and learn to swim 25m in a range of strokes so they can save themselves should they fall in water. One of the first skills children need to develop is not to panic when feeling water on their face: children can drown in shallow water. We are working over the next 4 years on getting swimming to be part of the Y3 curriculum, while making sure all children have these vital skills.
We have planned what we want children to know by the end of LKS2 (Year 4) and UKS2 (Year 6), these are outlined in the tables below.
Plan, perform and repeat sequences.
Move in clear, fluent and expressive manner.
Refine movements in sequences.
Create dances and movements that covey a definite idea.
Change speed and levels within a performance.
Develop physical strength and suppleness.
Compose creative and imaginative dance sequences
Perform expressively and hold a precise and strong body posture
Perform and create complex sequences
Express an idea in original and imaginative ways
Plan to perform with high energy, slow grace or other themes and maintain throughout a piece
Perform complex moves that combine strength and stamina gained through gymnastics activities (such as cartwheels or handstands)
Plan and perform sequences
Move in a clear, fluent and expressive manner
Refine movements into sequences
Change sped, direction and levels within a performance
Travel in a variety of ways, including flight, by transferring weight to generate power in movements.
Show a kinaesthetic sense in order to improve the placement and alignment of body parts.
Swing and hang from equipment safely.
Create complex and well executed sequences that include a full range of movements including: travelling, balances, swinging, springing, flight, vaults, inversions, rotations, bending, stretching, twisting, gestures, linking skills
Hold shapes that are strong, fluent and expressive
Vary speed, direction, level and body rotation during floor performances
Practise and refine the gymnastic techniques used in performances
Demonstrate good kinaesthetic awareness
Use equipment to vault and to swing
Throw and catch a ball with control and accuracy.
Strike a ball and field with control
Choose appropriate tactics to cause problems for the opposition
Follow the rules of the game and play fairly.
Maintain possession of a ball (with e.g. feet, equipment, hands)
Pass to teammates at appropriate times
Lead others and act as a respectful team member.
Choose and combine techniques in game situations
Work alone or with team mates in order to gain points or possession
Strike a bowled or volleyed ball with accuracy
Use forehand and backhand when playing racket games
Field, defend and attack tactically by anticipating the direction of play
Choose the most appropriate tactics for a game
Uphold the spirit of fair play and respect in all competitive situations
Lead others when called upon and act as a good role model within a team
Sprint over a short distance up to 60m
Run over a longer distance conserving energy in order to sustain performance.
Use a range of throwing techniques
Throw with accuracy to hit a target or cover a distance.
Jump in a number of ways, using a run up where appropriate.
Compete with others and aim to improve personal best performances.
Combine sprinting with low hurdles over 60 m
Choose the best place for running over a variety of distances
Throw accurately and refine performance by analysing technique and body shape
Show control in take-off and landing
Compete with others and keep track of personal best performances, setting targets for improvement
Outdoor Adventurous Activities
Understand the need to show accomplishment in managing risks.
Show an ability to both lead and form part of a team.
Support others and seek support if required when the situation dictates.
Show resilience when plans do not work and initiative to try new ways of working.
Use maps, compasses and digital devices to orient themselves.
Remain aware of changing conditions and change plans if necessary.
Select appropriate equipment for outdoor and adventurous activity
Identify possible risks and ways to manage them, asking for a listening carefully to expert advice
Embrace both leadership and team roles and gain the commitment and respect of a team
Empathise with others and offer support without being asked. Seek support from the team and the experts if in any doubt
Remain positive even in the most challenging circumstances, rallying others if need be
Use a range of devices in order to orientate themselves
Quickly assess changing conditions and adapt plans to ensure safety comes first
By the end of KS2 children will:
We have a range of opportunities for children:
We are an Active 60 school and aim for all children to have 60minutes of activity during every school day. Children have opportunities to be active using playground markings, in activities at play and lunchtime led by Mr Warters and in active lesson activities across the curriculum.